teaching:biblio-10.1021-acs.chemrev.8b00020

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teaching:biblio-10.1021-acs.chemrev.8b00020 [2019/06/08 22:19] – villersdteaching:biblio-10.1021-acs.chemrev.8b00020 [2020/07/12 17:20] (Version actuelle) – [Concepts inventories] villersd
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 FIXME ; compléter et ajouter à [[teaching:biblio-didactique-chimie]] FIXME ; compléter et ajouter à [[teaching:biblio-didactique-chimie]]
 +
 +Voir aussi (accès restreint) :
 +  * [[teaching:didactiquechimie:two-tier_multiple_choice|two-tier multiple choice]] diagnostic instruments (questions à choix multiple avec justification)
 +  * [[teaching:didactiquechimie:qcm#qcm_dans_le_domaine_de_la_chimie]]
 +
  
 [[https://pubs.acs.org/doi/full/10.1021/acs.chemrev.8b00020|Chemistry Education Research—From Personal Empiricism to Evidence, Theory, and Informed Practice]], Melanie M. Cooper and Ryan L. Stowe Chem. Rev., Article ASAP DOI: 10.1021/acs.chemrev.8b00020 2018 [[https://pubs.acs.org/doi/full/10.1021/acs.chemrev.8b00020|Chemistry Education Research—From Personal Empiricism to Evidence, Theory, and Informed Practice]], Melanie M. Cooper and Ryan L. Stowe Chem. Rev., Article ASAP DOI: 10.1021/acs.chemrev.8b00020 2018
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 ===== Concepts inventories ===== ===== Concepts inventories =====
 Références directes et indirectes : Références directes et indirectes :
-  * particulate nature of matter+  * **Particulate nature of matter**
     * [[https://pubs.rsc.org/en/Content/ArticleLanding/2011/RP/C1RP90017J#!divAbstract|The development of an open-ended drawing tool: an alternative diagnostic tool for assessing students' understanding of the particulate nature of matter]], Nyachwaya, James M.; Mohamed, Abdi-Rizak; Roehrig, Gillian H.; Wood, Nathan B.; Kern, Anne L.; Schneider, Jamie L., Chemistry Education Research and Practice (2011), 12 (2), 121-132 DOI: 10.1039/c1rp90017j     * [[https://pubs.rsc.org/en/Content/ArticleLanding/2011/RP/C1RP90017J#!divAbstract|The development of an open-ended drawing tool: an alternative diagnostic tool for assessing students' understanding of the particulate nature of matter]], Nyachwaya, James M.; Mohamed, Abdi-Rizak; Roehrig, Gillian H.; Wood, Nathan B.; Kern, Anne L.; Schneider, Jamie L., Chemistry Education Research and Practice (2011), 12 (2), 121-132 DOI: 10.1039/c1rp90017j
     * Stains, M.; Escriu-Sune, M.; Alvarez de Santizo, M. L. M.; Sevian, H. [[https://pubs.acs.org/doi/abs/10.1021/ed1002509|Assessing Secondary and College Students’ Implicit Assumptions about the Particulate Nature of Matter: Development and Validation of the Structure and Motion of Matter Survey]] J. Chem. Educ. 2011, 88 (10) 1359– 1365 DOI: 10.1021/ed1002509     * Stains, M.; Escriu-Sune, M.; Alvarez de Santizo, M. L. M.; Sevian, H. [[https://pubs.acs.org/doi/abs/10.1021/ed1002509|Assessing Secondary and College Students’ Implicit Assumptions about the Particulate Nature of Matter: Development and Validation of the Structure and Motion of Matter Survey]] J. Chem. Educ. 2011, 88 (10) 1359– 1365 DOI: 10.1021/ed1002509
     * Yezierski, E. J.; Birk, J. P. [[https://pubs.acs.org/doi/abs/10.1021/ed083p954|Misconceptions about the Particulate Nature of Matter. Using Animations To Close the Gender Gap]]. J. Chem. Educ. 2006, 83, 954– 960, DOI: 10.1021/ed083p954     * Yezierski, E. J.; Birk, J. P. [[https://pubs.acs.org/doi/abs/10.1021/ed083p954|Misconceptions about the Particulate Nature of Matter. Using Animations To Close the Gender Gap]]. J. Chem. Educ. 2006, 83, 954– 960, DOI: 10.1021/ed083p954
-  * covalent and ionic bonding representations+  * **Covalent and ionic bonding representations**
     * Luxford, C. J.; Bretz, S. L. [[https://pubs.acs.org/doi/10.1021/ed400700q|Development of the Bonding Representations Inventory to Identify Student Misconceptions about Covalent and Ionic Bonding Representations]] J. Chem. Educ. 2014, 91 (3) 312– 320 DOI: 10.1021/ed400700q     * Luxford, C. J.; Bretz, S. L. [[https://pubs.acs.org/doi/10.1021/ed400700q|Development of the Bonding Representations Inventory to Identify Student Misconceptions about Covalent and Ionic Bonding Representations]] J. Chem. Educ. 2014, 91 (3) 312– 320 DOI: 10.1021/ed400700q
-  * kinetic particle theory+  * **Kinetic particle theory**
     * Treagust, D. F.; Chandrasegaran, A. L.; Crowley, J.; Yung, B. H.; Cheong, I. P.-A.; Othman, J. [[https://link.springer.com/article/10.1007/s10763-009-9166-y|Evaluating Students’ Understanding of Kinetic Particle Theory concepts Relating to the State of Matter, Changes of State, and Diffusion: A Cross-National Study]] Int. J. Sci. Math. Educ. 2010, 8 (1) 141– 164 DOI: 10.1007/s10763-009-9166-y     * Treagust, D. F.; Chandrasegaran, A. L.; Crowley, J.; Yung, B. H.; Cheong, I. P.-A.; Othman, J. [[https://link.springer.com/article/10.1007/s10763-009-9166-y|Evaluating Students’ Understanding of Kinetic Particle Theory concepts Relating to the State of Matter, Changes of State, and Diffusion: A Cross-National Study]] Int. J. Sci. Math. Educ. 2010, 8 (1) 141– 164 DOI: 10.1007/s10763-009-9166-y
-  * solution chemistry+  * **Solution chemistry**
     * Adadan, E.; Savasci, F. [[https://www.tandfonline.com/doi/abs/10.1080/09500693.2011.636084|An Analysis of 16–17-year-old Students’ Understanding of Solution Chemistry Concepts Using a Two-Tier Diagnostic Instrument]] Int. J. Sci. Educ. 2012, 34 (4) 513– 544 DOI: 10.1080/09500693.2011.636084     * Adadan, E.; Savasci, F. [[https://www.tandfonline.com/doi/abs/10.1080/09500693.2011.636084|An Analysis of 16–17-year-old Students’ Understanding of Solution Chemistry Concepts Using a Two-Tier Diagnostic Instrument]] Int. J. Sci. Educ. 2012, 34 (4) 513– 544 DOI: 10.1080/09500693.2011.636084
-  * acids and/or bases+  * **Acids and/or bases**
     * [[https://pubs.acs.org/doi/abs/10.1021/ed5005195|Students’ Understandings of Acid Strength: How Meaningful Is Reliability When Measuring Alternative Conceptions?]] Stacey Lowery Bretz and LaKeisha McClary, J. Chem. Educ., 2015, 92 (2), pp 212–219 DOI: 10.1021/ed5005195     * [[https://pubs.acs.org/doi/abs/10.1021/ed5005195|Students’ Understandings of Acid Strength: How Meaningful Is Reliability When Measuring Alternative Conceptions?]] Stacey Lowery Bretz and LaKeisha McClary, J. Chem. Educ., 2015, 92 (2), pp 212–219 DOI: 10.1021/ed5005195
     * Rahayu, S.; Chandrasegaran, A. L.; Treagust, D. F.; Kita, M.; Ibnu, S. [[https://link.springer.com/article/10.1007/s10763-010-9272-x|Understanding Acid-Base Concepts: Evaluating the Efficacy of a Senior High School Student-Centered Instructional Program in Indonesia]] Int. J. Sci. Math. Educ. 2011, 9 (6) 1439– 1458 DOI: 10.1007/s10763-010-9272-x     * Rahayu, S.; Chandrasegaran, A. L.; Treagust, D. F.; Kita, M.; Ibnu, S. [[https://link.springer.com/article/10.1007/s10763-010-9272-x|Understanding Acid-Base Concepts: Evaluating the Efficacy of a Senior High School Student-Centered Instructional Program in Indonesia]] Int. J. Sci. Math. Educ. 2011, 9 (6) 1439– 1458 DOI: 10.1007/s10763-010-9272-x
     * Lin, J.-W.; Chiu, M.-H. [[https://www.tandfonline.com/doi/abs/10.1080/09500690600855559|Exploring the Characteristics and Diverse Sources of Students’ Mental Models of Acids and Bases]] Int. J. Sci. Educ. 2007, 29 (6) 771– 803 DOI: 10.1080/09500690600855559     * Lin, J.-W.; Chiu, M.-H. [[https://www.tandfonline.com/doi/abs/10.1080/09500690600855559|Exploring the Characteristics and Diverse Sources of Students’ Mental Models of Acids and Bases]] Int. J. Sci. Educ. 2007, 29 (6) 771– 803 DOI: 10.1080/09500690600855559
-  * oxidation–reduction reactions+  * **Oxidation–reduction reactions**
     * Brandriet, A. R.; Bretz, S. L. [[https://pubs.acs.org/doi/abs/10.1021/ed500051n|The Development of the Redox Concept Inventory as a Measure of Students’ Symbolic and Particulate Redox Understandings and Confidence]] J. Chem. Educ. 2014, 91 (8) 1132– 1144 DOI: 10.1021/ed500051n     * Brandriet, A. R.; Bretz, S. L. [[https://pubs.acs.org/doi/abs/10.1021/ed500051n|The Development of the Redox Concept Inventory as a Measure of Students’ Symbolic and Particulate Redox Understandings and Confidence]] J. Chem. Educ. 2014, 91 (8) 1132– 1144 DOI: 10.1021/ed500051n
-  * chemical equilibrium+  * **Chemical equilibrium**
     * Özmen, H. [[https://pubs.rsc.org/en/content/articlelanding/2008/rp/b812411f#!divAbstract|Determination of Students’ Alternative Conceptions about Chemical Equilibrium: A Review of Research and the Case of Turkey]] Chem. Educ. Res. Pract. 2008, 9 (3) 225– 233 DOI: 10.1039/b812411f     * Özmen, H. [[https://pubs.rsc.org/en/content/articlelanding/2008/rp/b812411f#!divAbstract|Determination of Students’ Alternative Conceptions about Chemical Equilibrium: A Review of Research and the Case of Turkey]] Chem. Educ. Res. Pract. 2008, 9 (3) 225– 233 DOI: 10.1039/b812411f
     * Voska, K. W.; Heikkinen, H. W. [[https://onlinelibrary.wiley.com/doi/abs/10.1002/%28SICI%291098-2736%28200002%2937%3A2%3C160%3A%3AAID-TEA5%3E3.0.CO%3B2-M|Identification and Analysis of Student Conceptions Used To Solve Chemical Equilibrium Problems]] J. Res. Sci. Teach. 2000, 37 (2) 160– 176 DOI: 10.1002/(SICI)1098-2736(200002)37:2%3C160::AID-TEA5%3E3.0.CO;2-M     * Voska, K. W.; Heikkinen, H. W. [[https://onlinelibrary.wiley.com/doi/abs/10.1002/%28SICI%291098-2736%28200002%2937%3A2%3C160%3A%3AAID-TEA5%3E3.0.CO%3B2-M|Identification and Analysis of Student Conceptions Used To Solve Chemical Equilibrium Problems]] J. Res. Sci. Teach. 2000, 37 (2) 160– 176 DOI: 10.1002/(SICI)1098-2736(200002)37:2%3C160::AID-TEA5%3E3.0.CO;2-M
-  * electrolysis+  * **Electrolysis**
     * Sia, D. T.; Treagust, D. F.; Chandrasegaran, A. L. [[https://link.springer.com/article/10.1007/s10763-012-9338-z|High School Students’ Proficiency and Confidence Levels in Displaying their Understanding of Basic Electrolysis Concepts]] Int. J. Sci. Math. Educ. 2012, 10 (6) 1325– 1345 DOI: 10.1007/s10763-012-9338-z     * Sia, D. T.; Treagust, D. F.; Chandrasegaran, A. L. [[https://link.springer.com/article/10.1007/s10763-012-9338-z|High School Students’ Proficiency and Confidence Levels in Displaying their Understanding of Basic Electrolysis Concepts]] Int. J. Sci. Math. Educ. 2012, 10 (6) 1325– 1345 DOI: 10.1007/s10763-012-9338-z
-  * Thermochemistry+  * **Thermochemistry**
     * Wren, D.; Barbera, J. [[https://pubs.rsc.org/en/content/articlelanding/2014/rp/c3rp00170a#!divAbstract|Psychometric Analysis of the Thermochemistry Concept Inventory]]. Chem. Educ. Res. Pract. 2014, 15, 380– 390, DOI: 10.1039/C3RP00170A     * Wren, D.; Barbera, J. [[https://pubs.rsc.org/en/content/articlelanding/2014/rp/c3rp00170a#!divAbstract|Psychometric Analysis of the Thermochemistry Concept Inventory]]. Chem. Educ. Res. Pract. 2014, 15, 380– 390, DOI: 10.1039/C3RP00170A
     * Wren, D.; Barbera, J. [[https://pubs.acs.org/doi/abs/10.1021/ed400384g|Gathering Evidence for Validity during the Design, Development, and Qualitative Evaluation of Thermochemistry Concept Inventory Items]]. J. Chem. Educ. 2013, 90, 1590– 1601, DOI: 10.1021/ed400384g     * Wren, D.; Barbera, J. [[https://pubs.acs.org/doi/abs/10.1021/ed400384g|Gathering Evidence for Validity during the Design, Development, and Qualitative Evaluation of Thermochemistry Concept Inventory Items]]. J. Chem. Educ. 2013, 90, 1590– 1601, DOI: 10.1021/ed400384g
-  * Enzyme–substrate Interactions+  * **Enzyme–substrate Interactions**
     * Bretz, S. L.; Linenberger, K. J. Development of the Enzyme–substrate Interactions Concept Inventory. Biochem. Mol. Biol. Educ. 2012, 40, 229– 233, DOI: 10.1002/bmb.20622     * Bretz, S. L.; Linenberger, K. J. Development of the Enzyme–substrate Interactions Concept Inventory. Biochem. Mol. Biol. Educ. 2012, 40, 229– 233, DOI: 10.1002/bmb.20622
-  * Quantum Chemistry+  * **Quantum Chemistry**
     * Dick-Perez, M.; Luxford, C. J.; Windus, T. L.; Holme, T. A Quantum Chemistry Concept Inventory for Physical Chemistry Classes. J. Chem. Educ. 2016, 93, 605– 612, DOI: 10.1021/acs.jchemed.5b00781     * Dick-Perez, M.; Luxford, C. J.; Windus, T. L.; Holme, T. A Quantum Chemistry Concept Inventory for Physical Chemistry Classes. J. Chem. Educ. 2016, 93, 605– 612, DOI: 10.1021/acs.jchemed.5b00781
  
   * divers :   * divers :
-    * Talanquer, V. Concept Inventories: Predicting the Wrong Answer May Boost Performance. J. Chem. Educ. 2017, 94, 1805– 1810, DOI: 10.1021/acs.jchemed.7b00427 +    * Talanquer, V. Concept Inventories: Predicting the Wrong Answer May Boost Performance. J. Chem. Educ. 2017, 94, 1805– 1810, DOI: 10.1021/acs.jchemed.7b00427 
 +    * [[https://www.tandfonline.com/doi/abs/10.1080/09500690601072964|A National Survey of Students’ Conceptions of Chemistry]] Mei‐Hung Chiu (2007) in Taiwan, International Journal of Science Education, 29:4, 421-452  DOI: 10.1080/09500690601072964
  
  
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   * Claesgens, J.; Scalise, K.; Wilson, M.; Stacy, A. Mapping Student Understanding in Chemistry: The Perspectives of Chemists. Sci. Educ. 2009, 93, 56– 85, DOI: 10.1002/sce.20292   * Claesgens, J.; Scalise, K.; Wilson, M.; Stacy, A. Mapping Student Understanding in Chemistry: The Perspectives of Chemists. Sci. Educ. 2009, 93, 56– 85, DOI: 10.1002/sce.20292
   * Becker, N. M.; Rupp, C. A.; Brandriet, A. [[https://pubs.rsc.org/en/content/articlelanding/2017/rp/c6rp00205f#!divAbstract|Engaging Students in Analyzing and Interpreting Data to Construct Mathematical Models: An Analysis of Students’ Reasoning in a Method of Initial Rates Task]]. Chem. Educ. Res. Pract. 2017, 18, 798– 810, DOI: 10.1039/C6RP00205F → **kinetics**   * Becker, N. M.; Rupp, C. A.; Brandriet, A. [[https://pubs.rsc.org/en/content/articlelanding/2017/rp/c6rp00205f#!divAbstract|Engaging Students in Analyzing and Interpreting Data to Construct Mathematical Models: An Analysis of Students’ Reasoning in a Method of Initial Rates Task]]. Chem. Educ. Res. Pract. 2017, 18, 798– 810, DOI: 10.1039/C6RP00205F → **kinetics**
 +  * [[https://www.stem.org.uk/best-evidence-science-teaching|Best Evidence Science Teaching]] (University of York) : collection of free research evidence-informed resources for effective teaching of difficult ideas, embedded formative assessment and adaptive lesson planning : 
 +    * **[[https://www.stem.org.uk/best/chemistry-earth-science/big-idea-substances-and-properties|Substances and properties]]**
 +    * **[[https://www.stem.org.uk/best/chemistry-earth-science/big-idea-particles-and-structure|Particles and structure]]**
 +    * **[[https://www.stem.org.uk/best/chemistry-earth-science/big-idea-chemical-reactions|Chemical reactions]]**
 +  * [[http://assessment.aaas.org/@AAAS Science Assessment]] : QCM, concepts et références
  
 Importance de la metacognition : Importance de la metacognition :
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 ===== Curriculum ===== ===== Curriculum =====
 +
 +
 +----
 +
 +===== Autres références =====
 +  * [[wp>Concept_inventory|Concept inventory]]
 +  * [[wp>Chemistry_education|Chemistry education]]
 +  * [[https://pubs.acs.org/doi/10.1021/ed074p1076|Research in Chemical Education - the Third Branch of Our Profession]] Journal of Chemical Education 1997, 74 (9) , 1076. DOI: 10.1021/ed074p1076
 +  * [[https://pubs.acs.org/doi/10.1021/ed400716p|Evaluating the Content and Response Process Validity of Data from the Chemical Concepts Inventory]] Paul Schwartz and Jack Barbera, Journal of Chemical Education 2014, 91 (5), 630-640. DOI: 10.1021/ed400716p
 +  * [[http://pubs.acs.org/doi/abs/10.1021/ed079p739|An Inventory for Alternate Conceptions among First-Semester General Chemistry Students]] Douglas R. Mulford & William R. Robinson, J. Chem. Educ., 2002, 79 (6), p 739 DOI: 10.1021/ed079p739  (y compris **tests**)
 +  * [[https://www.youtube.com/watch?v=s3bt7uRb5Dw|CER Webinar: Stacey Lowery Bretz & Michael Klymkowsky - Discussion about Concept Inventories between lead researchers in chemistry and biology education]], 20/05/2020 (utiliser les sous-titres si utile)
  
  
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